Into Practice, a biweekly communication distributed from the Office of the Vice Provost for Advances in Learning to active instructors during the academic year was inspired by a successful 2012 HILT grant project. The e-letter highlights the pedagogical practices of individual faculty members from across Schools and delivers timely, evidence-based teaching advice, contributing to and strengthening a University-wide community of practice around teaching.
Below is a catalog of all the Into Practice issues sorted by the publication date. To subscribe to Into Practice, please sign-up via our Mailing List page.
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The merits of an equal basis of ignorance
Giovanni Parmigiani, Professor of Biostatistics, selects new scientific articles as well as opinion pieces for freshman seminar course FRSEMR 22H – My Genes and Cancer to discuss in-the-moment scientific discoveries in genetics research, and encourages students to also recommend topics of interest. -
Working with local communities to engage with global issues
María Luisa Parra-Velasco, Senior Preceptor in Romance Languages and Literatures, requires her advanced Spanish language learners in Spanish 59: Spanish and the Community to complete four hours a week of engaged scholarship with local organizations as part of their language learning experience. -
Cultivating the skill and the orientation to listen
Joshua Margolis, James Dinan and Elizabeth Miller Professor of Business Administration, demands of himself intensive listening while teaching, and asks the same from students: “When I listen really carefully it allows me to push students hard and help them see what they have within themselves.” -
A balancing act: Making established courses your own
Karin Öberg, Thomas D. Cabot Associate Professor of Astronomy, taught departmental introductory course Stellar and Planetary Astronomy in 2016 by building on established material and modifying the curriculum using student feedback and her own observational assessment. -
Engaging students in a course postmortem dialogue
Alfred Guzzetti, Osgood Hooker Professor of Visual Arts, dedicates the final session of VES 52R: Introduction to Non-Fiction Videomaking—where students spend the term creating one nonfiction film on a subject of their choosing—to a class-wide postmortem discussion about all course elements. -
Perspective-taking and humility training with medical case studies
Dr. Sadath Sayeed, Assistant Professor of Global Health and Social Medicine, introduces issues of ethical reasoning in medicine (e.g., confidentiality, professional boundaries, conflicts of interest, informed consent) with hypothetical cases and vignettes. -
Leveraging individual strengths in collaborative projects
Jie Li, Assistant Professor of East Asian Languages and Civilizations, provides students with multiple opportunities to collaborate in General Education course AI 63 East Asian Cinema. -
Difficult topics: Seeking and considering alternative viewpoints in the classroom
Meira Levinson, Professor of Education, develops case studies about difficult questions in educational ethics—for example, grade inflation, charter schools, and policies that disproportionately impact low-income students of color—for A203 Educational Justice students to debate and discuss the ethical dimensions of educational practice and policy. -
Creative projects: Interpreting history through various media
Vincent Brown, Charles Warren Professor of American History and Professor of African and African American Studies, trains students to interpret history through various media including graphics, data visualizations, videos, and art installations. -
Problems and puzzles: Boosting engagement with interactivity
Joshua Greene, Professor of Psychology, designs course sessions for maximum engagement by creating interactive opportunities for undergraduate and graduate students to grapple with problems and challenge one another. -
Student case pedagogy: Learning from their own experience
Ronald Heifetz, Co-Founder of the Center for Public Leadership and King Hussein bin Talal Senior Lecturer of Public Leadership, uses experiential teaching methods like student case analysis—where students collaboratively develop and analyze cases drawn from their own work experiences—to promote deeper engagement and stronger retention of leadership concepts. -
Leveraging student heterogeneity to bridge gaps through active learning
Marianne Wessling-Resnick, Professor of Nutritional Biochemistry, employs active learning strategies including debate, ‘pair and share,’ and peer evaluation to bridge gaps in student experience and knowledge. -
Nuanced assessments: More than the final grade
Howell Jackson, James S. Reid Jr. Professor of Law, experiments with end-of-semester exams and writing assignments to create opportunities for meaningful, formative feedback through skills practice, reflection, and peer collaboration. -
A ‘tangible dimension:’ Learning by making, listening, and tasting
Gojko Barjamovic, Lecturer on Assyriology, increases student learning in ANE 103 Ancient Lives by designing activities to engage students’ full range of senses. -
Online engagement: Designing a learner-centered HarvardX course
Diane Moore, Senior Lecturer in Religious Studies and Education, collaborated with HDS and FAS colleagues to produce a six-module, online course offering through HarvardX called World Religions Through Their Scriptures. -
From the source: Guest speakers in the classroom
David Garvin, C. Roland Christensen Professor of Business Administration,utilizes guest speakers in General Management: Processes and Action in order to promote deeper understanding of managerial and organizational realities. -
Engaging students via field trips, near and far
James Hanken, Professor of Biology and Director of the Museum of Comparative Zoology (MCZ), increases student engagement by taking students out of the traditional classroom. -
‘Real-world’ projects: Balancing student learning and community need
Ann Forsyth, Professor of Urban Planning, incorporates projects with clients into many of her Graduate School of Design courses, from semester-long endeavors to optional assignments. -
Real problems: Teaching theory through practice
Jelani Nelson, Assistant Professor of Computer Science, assigns students real programming problems in his introductory algorithm courses, CS124Data Structures and Algorithms and CS125 Algorithms & Complexity. -
The hidden curriculum: Engaging students on another level
Bernhard Nickel, Professor of Philosophy, engages students in his introductory College courses about the “hidden curriculum”—defined here as the social and disciplinary norms often invisible to both students and the teaching staff, including expectations about class preparation, in-session focus, respectful discussion behavior, and the role of feedback.